This study investigates gender disparities in administrative participation among college teachers in Kashmir. Utilizing both qualitative and quantitative methods, data were collected from a sample of college teachers to examine their levels of involvement in administrative duties and the factors influencing such participation. Results reveal significant differences in administrative engagement between male and female teachers, with males generally holding higher administrative positions and participating more actively in decision-making processes. Factors such as societal norms, institutional culture, and personal motivations were identified as key influencers of gender-based differences in administrative participation. This research sheds light on the challenges faced by female college teachers in Kashmir and underscores the importance of promoting gender equity in academic leadership roles.

This study explores the current practices, challenges, and impacts of teaching the scientific method in Indian high schools. Emphasizing the importance of a systematic approach to scientific inquiry, the research highlights the role of the scientific method in fostering critical thinking, problem-solving skills, and a deeper understanding of scientific concepts among students. Through a combination of surveys, classroom observations, and interviews with educators, the study identifies key factors influencing the effective teaching of the scientific method, including curriculum design, teacher preparedness, and resource availability. Findings suggest that while there is a growing recognition of the scientific method's value, significant gaps exist in its practical application within the classroom. The study concludes with recommendations for policy makers, educators, and stakeholders to bridge these gaps, promoting a more robust science education framework that prepares students for higher education and scientific careers.